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A pilot project used local tribal folklore to provide familiar course content, improving compliance with assigned classroom tasks and increasing enthusiasm among young learners. The study supports contextualizing ELT materials through learners’ own folklore.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/tribal-folklore-as-elt-material-for-first-generation-learners-a-pilot-project-using-familiar-course-content/589925/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/tribal-folklore-as-elt-material-for-first-generation-learners-a-pilot-project-using-familiar-course-content/589925.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is course content important in ELT programmes?","Question",{"text":62,"@type":63},"Course content is essential because it ensures required language input is presented in a uniform way for implementation, and appropriate content can motivate learners to develop language skills.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What problem do first-generation tribal learners face in Odisha’s EMI system?",{"text":67,"@type":63},"They often lack motivation due to unfamiliar foreign-language content and face unfair competition from more privileged urban learners, which can cause many to drop out midway.",{"name":69,"@type":60,"acceptedAnswer":70},"How did the pilot project use tribal folklore to address these issues?",{"text":71,"@type":63},"It drew ELT material from local tribal folklore to provide familiar course content. 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Viswanath, Seemita Mohanty\u003Cbr>Department of Humanities and Social Sciences, National Institute of Technology, Rourkela, India Corresponding Author: K. Viswanath, [E-mail: kviswanat@rediffmail.com](E-mail: kviswanat@rediffmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>An important component of any ELT programme is the content. A course-book ensures that the required course content is presented in a uniform format for ready implementation. In most cases where English is taught as the second or foreign language, a course-book is ‘the only point of contact with the language’ for learners. Available research has established that appropriate language content motivates learners to acquire language skills. In the eastern Indian state of Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal learners in the English Medium Instruction (EMI) system are being deprived of the desired results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of them drop out midway. Tribal communities in India have a rich tradition of folklore but it has by and large remained oral and no serious attempts have been made to use it as material for ELT. A pilot-project with ELT material drawn from the local tribal-folklore, aimed at providing familiar course content, was conducted to encourage students to learn better. Improvements in compliance of the assigned classroom tasks were noticed and the familiar content did bring in an element of enthusiasm among the young learners. It is believed that the findings ofthis study will be helpful in contextualising ELT course content using materials from learners’ own folklore. |\n| Article history\u003Cbr>Received: November 15, 2018\u003Cbr>Accepted: February 14, 2019\u003Cbr>Published: April 30, 2019\u003Cbr>Volume: 10 Issue: 2\u003Cbr>Advance access: March 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Tribal Folklore,\u003Cbr>ELT,\u003Cbr>Course Content,\u003Cbr>English Medium Education, |  |\n\nINTRODUCTION  \nInternet and globalisation have today led to a situation where English is assured of its place as the most sought-after language the world over. In the last two decades in India people have shown unprecedented interest in learning English, which has created a truly emerging trend in favour of English language learning. Today in India, English is not seen just asa language but as a path for upward social mobility and economic betterment. It is perceived as a ‘powerful agent for social change.’ People both in urban and rural areas consider itas a language of power and opportunities. Despite agitations by mother-tongue education advocates, English language education is gaining in prominence with each passing day in today’s globalised context. It is one of the “most powerful means of inclusion into or exclusion from further education, employment, or social positions”(Pennycook, 2001, p. 81) .  \nDocumenting the demand and importance of English language in India while preparing the National Curriculum Framework (2005), the National Council of Educational Research and Training (NCERT), has stated that,“English in India today is a symbol of people’s aspiration for quality in education and fuller participation in national and international life... The level of introduction of English has now become a matter of political response to people’s aspirations,  \nrendering almost irrelevant an academic debate on the merits of a very early introduction.” In its report, the National Knowledge Commission (NKC) (2009) has stated that “the t","cbCaiaYLpOaJ4XVc","https://ap.wps.com/l/cbCaiaYLpOaJ4XVc","pdf",416049,"English","# Introduction\n## English learning and social change in India\n## ELT policy shifts and challenges in EMI\n## The role of course content\n# Pilot project with tribal-folklore ELT materials\n## Motivation through familiar content\n## Observed classroom improvements","[{\"question\":\"Why is course content important in ELT programmes?\",\"answer\":\"Course content is essential because it ensures required language input is presented in a uniform way for implementation, and appropriate content can motivate learners to develop language skills.\"},{\"question\":\"What problem do first-generation tribal learners face in Odisha’s EMI system?\",\"answer\":\"They often lack motivation due to unfamiliar foreign-language content and face unfair competition from more privileged urban learners, which can cause many to drop out midway.\"},{\"question\":\"How did the pilot project use tribal folklore to address these issues?\",\"answer\":\"It drew ELT material from local tribal folklore to provide familiar course content. The project increased students’ enthusiasm and improved compliance with assigned classroom tasks.\"}]","Tribal Folklore as ELT Material for First-Generation Learners - A Pilot-Project Using Familiar Course Content | PDF",1792068411,12]